1. Taking Informed Action
Thoughts and Ideas for Elementary School

2. Students should not just learn about government; they should be encouraged to participate in democratic processes. Taking part in student government, model congresses, service projects, and classroom simulations are all ways that allow students to participate in civil society and not just to learn about how civil society works. It is possible, even at the elementary school level, for students to “make a difference” in society. (CT Frameworks)
Engagement in civic life requires knowledge and experience; children learn to be citizens by working individually and together as citizens. An essential element of social studies education, therefore, is experiential – practicing the arts and habits of civic life. (C3)

3. Taking Informed Action IS…
The Final Step in the Inquiry Arc
Depending on the inquiry question and design, it can be part of or an additional step after a summative assessment
An integration opportunity for the CT Core Writing and Speaking & Listening standards
Student-centered practice of civic skills

4. What are civic skills? What do responsible citizens do?
identify and analyze public problems;
deliberate with other people about how to define and address issues;
take constructive, collaborative action;
reflect on their actions;
create and sustain groups;
influence institutions both large and small;
vote;
serve on juries;
follow the news and current events;
and participate in voluntary groups and efforts.

5. Why does Taking Informed Action and Practicing Civic Skills matter?
People In Connecticut, according to 2012 Census Data:
Voter Turnout: 62.7%
Voter Registration: 70.4%
Contacted or Visited a Public Official: 16%
Belonged to a Community Group: 43.9%
Volunteered: 31%
Attended a Public Meeting: 11%
Donated to a Charity: 59.8%
Worked with Neighbors to Fix a Community Problem: 9.8%

6. Overall Considerations…..
The development of civic skills is a progression.
You are not asking your students to change the world in one class period.
Action projects need to be developmentally appropriate for your students.
Integrate manageable action projects that fit with your grade level, course, and pacing.
Don’t let the teacher heavy preparation at the front end of action deter you from engaging your students in action.
Be sure your students contact the correct level of government.

7. K-2: Dimension 4 Standards
INQ K-2.10: Construct an argument with reasons.
INQ K-2.11: Construct explanations using correct sequence and relevant information.
INQ K-2.12: Present a summary of an argument using print, oral, and digital technologies.
INQ K-2.13: Ask and answer questions about arguments.
INQ K-2.14: Ask and answer questions about explanations.
INQ K-2.15: Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
INQ K-2.16: Identify ways to take action to help address local, regional, and global problems.
ING K-2.17: Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.

8. 3-5: Dimension 4 Standards
INQ : Construct arguments using claims and evidence from multiple sources.
INQ : Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
INQ 3-5:12: Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., internet, social media, and digital documentary).
INQ : Critique arguments
INQ : Critique explanations
INQ : Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
INQ : Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
INQ : Use a range of deliberative and democratic procedures to make decisions about an act on civic problems in their classrooms and schools.

9. What could this look like in elementary school classrooms?
Targeted discussion of issues with consensus building
Voting practice, mock elections
Structured debate, deliberation
Identifying school, community, state and/or global issues and creating a solution,
implementing that solution
Inviting elected/public officials to engage in a discussion on a topic of concern with your students
Simulations
Awareness Campaigns
Drafting and presenting talking points on an issue of concern at a town council meeting
School or Community Walking Tours

10. Sample Actions for K-2
K-2 – Rules and Laws, An elementary class considers why it is necessary to have rules. They share their findings with the school community and propose ways in which the school might ensure the establishment of equitable rules within the school.
Kindergarten – Why Can’t We Ever Get Everything We Need and Want? Students identify a need or want for the classroom. They brainstorm methods for fulfilling the need or want and select and act on that method.
1st Grade – Why Should I Be a Global Citizen? Students select one action related to responsible citizenship as a means to change the world and act on it.

11. Sample Actions for 3-5
3-5 – A School Walking Tour, Students participate in a walking tour of their school grounds to identify school-based problems they wish to address. The students collaboratively determine one issue they will address and implement a solution.
4th Grade – Does Where You Live Matter?, Students brainstorm a list of the geographic opportunities and constraints in area neighborhoods and communities. They discuss how individuals and communities can turn constraints into opportunities and arrange for a local official to visit the class to review the class conclusions and discuss possible community actions.
5th Grade – Why Vote? 5th Graders Take Informed Action, Students practice the act of voting and discuss its importance.

12. Sample Actions for 6-8
7th Grade – Fred Korematsu Day, Students write letters to their state senator about the importance of understanding Fred Korematsu’s role as a civil rights leader. Students arrange an interview with their senator to discuss their letters further. (A FL Senate Resolution declared January 30th as Fred Korematsu Day in Florida.) &